Proposal for School Improvement

Sharon MurdochSchool Improvement: Differentiating with Technology

1Our SIPs desired outcome:95% of students will be proficient or higher on MSA

No more than a 10% variance among subgroupsFrom Sudlersville Middle School 2011-2012 School Improvement Plan

2 Sudlersville Middle Schools current School Improvement Plan, under the goal of High Student Achievement, sets forth this desired outcome for Mathematics, Reading, and Science: 95% of grades 6, 7, and 8 will be proficient or higher on MSA and no more than a 10% variance among subgroups. When analyzing MSA data, we seem to be making progress toward those goals, with aggregate scores ranging from 69.9% up to 93% of students proficient or advanced. 2012 Maryland School Assessment DataData unavailable for African Americans in Grade 62011 Data for ScienceFrom Maryland Report Card

3It is alarming, however, that some subgroups lag far behind their classmates. African American students scored as much as 48 percent lower than their white counterparts.2012 Maryland School Assessment DataFrom Maryland Report Card

4Students receiving special education services scored up to 31% lower than the aggregate total of their respective classes. This falls far short of our goal of less than 10%. Certainly, we must do a better job of helping these subgroups to succeed.

Grade 6, Queen Annes County Q4 BenchmarksFrom Performance Matters

The data from the countys quarterly benchmarks is not much better. For example, in the 6th grade fourth quarterly, African Americans scored as much as 26 percentage points lower than their white classmates, and the scores of Special Education students were as much as 18 percentage points lower than those of the aggregate. We must better meet the needs of the students in these subgroups in particular and all students in general. We can do this by differentiating instruction, and technology can help us in these efforts.

5Technology can be used to differentiate:Content what the student learns Process how the student learns itProduct how the student demonstrates learning

6But how can technology help us differentiate? It can be used to differentiate content, process, or product. For example, content might be differentiated based on a pre-assessment administered using a computer application. Process might be differentiated for an auditory learner by using talking text or multimedia presentations. Product might be differentiated by allowing a student to create a glog to demonstrate learning. The possibilities are virtually endless.CommitteesHealth & WellnessSpecial EducationGifted & TalentedMinority AchievementPBISTechnology?

7Currently, every teacher on our staff is assigned to a committee that meets once per month to support the goals of our School Improvement Plan. I propose that a committee be formed composed of teacher-leaders who will investigate and share information on technology tools that might be used to effectively facilitate differentiation. Resources+ Interactive Projector in each classroom+ 4 student computers in each classroom+ technology lab+ mobile laptops- support personnelTechnology offers solutions!

8We have recently moved into a new building in which each classroom is equipped with an interactive projector and four desktop computers. Also, we have greater access to additional computers than in the past. At the same time, budget cuts have reduced the number of support personnel in the classroom. By effectively using the technology at our disposal, we can do a better job of meeting the needs of all of our students.

9However, many members of the staff are unaware of the many technology tools that are available and how to use them to differentiate instruction. Budget cuts have also eliminated the Media Specialist from our school, so the teachers have been left to try to learn about how to use the available technology on their own.

Not One Size Fits AllTeachers of different subjects and various teaching stylesStudents with diverse learning styles, strengths, and needsTeachers are given a choice of technology tools

10Our school community consists of teachers in many different subject areas with a variety of teaching styles, and students with diverse learning styles and needs. Therefore, there is not one particular technology that will meet the needs of everyone. For this reason, I advocate an approach that offers teachers a choice from an assortment of technology tools selected based on research and what is currently being used with success. The option of choosing which technology best suits a teachers teaching style will make that teacher more receptive to trying new technologies, and will make the application of these new skills and knowledge a better, more natural fit. In order for technology integration to be effective, it must be seamlessly integrated into instruction, not forced. Triptico for pre-assessment

From http://www.triptico.co.uk/

11Before beginning this staff development, I would gather data regarding the teachers current knowledge, habits, and attitudes regarding the use of technology to differentiate instruction. One of the tools I could use for this is an interactive white board resource in the Triptico toolbox. Teachers place their virtual name magnets on the grid, adjusting their size, color, and position to indicate their confidence, attitude, and usage of technology in teaching. Of course, this hands-on activity allows them to try out this simple, yet effective, tool. They will have an opportunity to see how easily they could use this assessment tool with their students.

12I would also ask the teachers which particular technology tools, if any, they are interested in learning more about, and which instructional challenges they would like to see addressed through the use of technology. Armed with this information, I can, first of all, identify teachers who would be best equipped to serve as members of this committee. Second, the information would help this group of teacher leaders focus our activities where it will be most helpful. It is important that the other teachers see the instruction and information that we will share as practical and relevant, making it worth the time and effort they will invest.

From www.wikispaces.com

13Once the committee has been established, I will facilitate the meetings and collaborate with staff members to provide learning opportunities. As the group begins its task of identifying and sharing ways to differentiate with technology, I will get the ball rolling by sharing technology tools that I have used with success, being sure to allow time for practice and feedback. I will also create a wiki where teachers will be able to ask questions and share what they have learned. This might include technology lesson plans, links to relevant resources, online tutorials, etc.

From The CBAM: A Model of the People Development Process

14By making information available this way, I would hope that teachers could visit the wiki and learn when it best fits their schedule. This self-paced mode of instruction would allow teachers to progress naturally through the Stages of Concern. Additionally, the group would make brief presentations during the monthly staff meetings, encouraging other staff members to use the technologies we share. This collaborative effort will allow the group to learn from one another, sharing strengths and supporting needs.

Follow-up and supportOne-on-one coachingSmall group practice

15Beyond our monthly meetings, I would make myself available whenever possible to coach teachers in a one-on-one or small group setting. How well is it working?Ongoing feedbackLesson plans that use technology to differentiateParticipation in wikiYear-end reflection and report

16The goal of the Technology Committee will be to enable every teacher on our staff to use at least one technology tool to help them differentiate instruction. In order to evaluate the success of the committee, we will request ongoing feedback from every teacher regarding what technology tools are and are not working to help facilitate the differentiation of instruction. We would also request that each teacher share one lesson plan in which they used technology to differentiate instruction. Because the wiki would be a tool meant to encourage collaboration by all staff members, the information shared there will be one indicator of teachers participation. At years end, we will ask teachers to reflect and report on how their use of technology to differentiate has changed, and whether or not they have been able to observe greater growth in student achievement that they attribute to the use of technology.Technology serves as a bridge to more engaging, relevant, meaningful, and personalized learning, all of which can lead to higher academic achievement.

- North Central Regional Educational Laboratory (NCREL) As cited in Differentiating Instruction with Technology in K-5 Classrooms

17Admittedly, this proposal is a broad one; it attempts to reach every member of our staff. However, by under-utilizing the technology that we have available to us, we are doing our students a disservice. In our current SIP, science is the only area in which there is an integration of technology into instruction. With the advent of the Common Core Curriculum, we must learn to integrate technology into instruction in all areas. Technology has been shown to be an effective way to differentiate instruction and meet the needs of all of our students. This collaborative effort to increase the use of technology would be a valuable means of helping Sudlersville Middle School meet our school improvement goals.ReferencesMaryland Report Card. (2012). Retrieved from http://mdreportcard.org/Performance Matters. (2012). Retrieved from https://adms3.performancematters.com/appcore/redwood/main.cfm Smith, G. E. and Throne, S. (2007). Differentiating instruction with technology in K-5 classrooms. Retrieved from http://www.iste.org/images/excerpts/DIFFK5-excerpt.pdf Sudlersville Middle School, School Improvement Team. (2011). 2011-2012 School Improvement Plan. Centreville, MD: Queen Annes County Board of Education.Sweeny, Barry. (2003). The CBAM: A Model of the People Development Process. Retrieved from http://www.teachermentors.com/CBAM.php

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